CAI Course in the Early Identification of Handicapped Children

1972 ◽  
Vol 38 (6) ◽  
pp. 453-459 ◽  
Author(s):  
Carol A. Cartwright ◽  
G. Phillip Cartwright ◽  
Gerald G. Robine
Keyword(s):  
College Students ◽  
Special Education ◽  
Early Identification ◽  
Test Scores ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Conventional Instruction ◽  
Handicapped Children ◽  
Introductory Course ◽  
Assisted Instruction

114 college students enrolled in an introductory course in special education were randomly assigned to a conventional instruction (CI) or a computer assisted instruction (CAI) version of the course. The CAI group received all instruction by CAI; the CI group received instruction in the conventional lecture-discussion mode. The CAI students obtained significantly higher criterion test scores than the CI students. Also, the CAI students completed the 3 credit course in an average of 12 hours less time.

Microcomputers: An Available Technology for Special Education

1979 ◽  
Vol 3 (2) ◽  
pp. 37-42 ◽  
Author(s):  
Lee Marvin Joiner ◽  
Robert A. Sedlak ◽  
Burton J. Silverstein ◽  
George Vensel
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Educational Software ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
High Quality ◽  
Service Programs ◽  
Personal Relations ◽  
Available Technology ◽  
Assisted Instruction

Microcomputers are becoming an available technology for special education. The article describes the capabilities and features of basic microcomputer systems and describes special education applications: computer assisted instruction, prosthesis, testing, communication, and enhancing personal relations. Problems such as the availability of authoring languages, high quality educational software, and computer safety are described. To include information about what microcomputers can do and how they function is recommended for teacher education and in-service programs.

Effect of Computer-Assisted Instruction on Development of Cognitive and Psychomotor Learning in Bowling

1987 ◽  
Vol 6 (2) ◽  
pp. 183-191 ◽  
Author(s):  
Jeff Steffen ◽  
Gary Hansen
Keyword(s):  
Test Scores ◽  
Computer Assisted Instruction ◽  
Cognitive Test ◽  
Computer Assisted ◽  
Instructional Process ◽  
Psychomotor Learning ◽  
Assisted Instruction ◽  
Instructional Group

The purposes of this study were to compare psychomotor and cognitive bowling skills following traditional and computer-assisted methods with 90 students enrolled in college bowling classes. Bowling scores were significantly higher for the CAI group; however, no differences were found between the groups in cognitive test scores. The CAI groups tended to have a more favorable perception of their instructional process than did the traditional instructional group.

Using Technology to Address Barriers in Rural Special Education for Students With Autism: A Do-It-Yourself Guide

2017 ◽  
Vol 36 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Bethany R. McKissick ◽  
Karen M. Diegelmann ◽  
Sarah Parker
Keyword(s):  
Special Education ◽  
Computer Software ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
General Curriculum ◽  
High Quality ◽  
Rural Settings ◽  
Students With Autism ◽  
Do It Yourself ◽  
Assisted Instruction

Providing high-quality special education services in rural settings has a variety of challenges such as geographic isolation and a lack of resources. One particularly challenging aspect of rural special education is providing general curriculum access. Computer-assisted instruction is one way to provide high-quality specialized instruction that does not require the attention of another teacher nor a paraprofessional while still possessing the ability to implement research-based specially designed instruction with fidelity. This article provides teachers with task analyses and considerations for creating their own computer-assisted instruction using widely available computer software.

Effects of Feedback and Mandatory Practice on Learning to Spell during Computer-Assisted Instruction

1986 ◽  
Vol 63 (2) ◽  
pp. 487-494 ◽  
Author(s):  
Jeanne Ellis Ormrod
Keyword(s):  
College Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Spelling Test ◽  
Correct Spelling ◽  
Effects Of Feedback ◽  
Assisted Instruction

College students were given a computer-assisted instruction lesson in psychology. The lesson required the use of 30 words difficult to spell in responding to questions presented throughout the lesson. Feedback to students' responses took one of three forms: (1) No feedback for misspellings of otherwise correct answers, (2) Feedback about the correct spelling of incorrectly spelled words, and (3) Feedback with practice in which students engaged in mandatory practice of an incorrectly spelled word until the word was spelled correctly. There were no significant differences across treatments on an unanticipated spelling test over the difficult words given after a 3- to 6-day interval. However, students in the no-feedback and feedback groups were over-confident about the accuracy of their spellings, while the feedback-with-practice students were under-confident, with this difference being statistically significant. A possible advantage of feedback and practice over feedback alone is discussed.

An Assessment of Computer-Assisted Instruction Dissertations: 1988–1993

1995 ◽  
Vol 24 (1) ◽  
pp. 75-81 ◽  
Author(s):  
Kwoting Fang
Keyword(s):  
College Students ◽  
Doctoral Dissertation ◽  
Research Trends ◽  
Computer Assisted Instruction ◽  
Major Portion ◽  
Computer Assisted ◽  
Specific Field ◽  
Doctoral Dissertations ◽  
Assisted Instruction ◽  
Academic Area

The purpose of this study is to highlight trends of types of modes, beneficiary, and thrust used in computer-assisted instruction (CAI) dissertations. A six-item summation chart was used to categorize the characteristics found in 322 CAI dissertations from 1988 through 1993. The following items were used in the categorization of dissertations: year, geography, academic area, mode, beneficiary, and thrust. The major portion of each item is listed as following: year—1990 (19.6%), geography—south (35.7%), academic area—technology (26%), mode—tutorial (72.7%), beneficiary—college students (33.5%), and thrust—analysis (47.5%). Doctoral dissertations provide the major contributions to the specific field. Therefore, it is beneficial for researchers to highlight some of the research trends, and find some of the challenges that they will face in CAI doctoral dissertation.

Microcomputers in Special Education: Promises and Pitfalls

1982 ◽  
Vol 49 (2) ◽  
pp. 123-128 ◽  
Author(s):  
Milton Budoff ◽  
Leah R. Hutten
Keyword(s):  
Special Education ◽  
Classroom Management ◽  
Instructional Materials ◽  
Computer Assisted Instruction ◽  
Management Systems ◽  
Computer Assisted ◽  
Instructional Software ◽  
Computer Literate ◽  
Assisted Instruction ◽  
Current Systems

The microcomputer is making it possible for teachers with a modicum of familiarity with computer technologies to introduce computer-assisted instruction (CAI) in special education rooms. The hardware and software are flexible, inexpensive, and friendly to users; capable of integrating a broad range of peripherals into instructional materials; and reliable. This paper indicates major features of microcomputer systems and indicates some limitations of the current microcomputer systems for special education applications. Many questions about the effectiveness of CAI remain, especially with special populations. With exceptions, the instructional software for current systems is uninteresting, trivial, and sparsely available because the systems are so new and limited in capacity. Teachers must become computer-literate, knowledgeable in instructional classroom management systems and, most of all, comfortable with the technology.

Microcomputers and Computer-Assisted Instruction in Special Classrooms: Do we Need the Teacher?

1986 ◽  
Vol 9 (2) ◽  
pp. 105-110 ◽  
Author(s):  
Steven A. Carlson ◽  
Rita Silverman
Keyword(s):  
Special Education ◽  
Instructional Technology ◽  
Decision Maker ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
Essential Skills ◽  
Assisted Instruction

As microcomputers in special education classrooms become increasingly common, teachers are faced with having to make decisions about when, under what conditions, and with whom to use microcomputers. This is particularly true when teachers are considering the use of computer-assisted instruction (CAI) with students expected to learn essential skills. In this article the microcomputer is presented as an important but currently limited piece of instructional technology. Guidelines for deciding when and how CAI should be used are offered with an emphasis on the teacher's role as decision maker and instructional manager.

Microcomputers in Perspective

1982 ◽  
Vol 49 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Alan M. Hofmeister
Keyword(s):  
Special Education ◽  
Computer Technology ◽  
Computer Literacy ◽  
Poor Quality ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
The Poor ◽  
Assisted Instruction ◽  
Primary Contribution

Although microcomputers will undoubtedly make a contribution to special education, educators face problems because of the poor quality of some of the available computer-assisted instruction (CAI) software and the limited supply of hardware. The primary contribution of computers may occur through other applications such as computer literacy and computer-managed instruction. The potential for inappropriate applications of the computer exists, and some special education pupils may suffer because of poorly conceptualized computer projects. Careful implementation of the strengths of computer technology is necessary. The existing research base should not be ignored in planning for the application of microcomputers in special education.

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